2002 BASIC EDUCATION CURRICULUM

HANDBOOK
in Science and Health

(Elementary Level)

1
 CONTENTS

Description

Time Allotment

Expectations

Scope and Sequence

Learning Competencies

Lesson Plans

2
 SCIENCE AND HEALTH

DESCRIPTION

Science and Health aims to help the Filipino child gain a functional understanding of
science concepts and principles linked with real life situations, acquire science skills as well
as scientific attitudes and values needed in solving everyday problems. These pertain to
health and sanitation, nutrition, food production, and the environment and its conservation.

There is no Science and Health for Grades I and II but simple science and health
concepts which include the child’s interaction to his immediate environment are contents of
English. These concepts reinforce the sensory-perceptual activities introduced in the 8-
week ECD Curriculum. Likewise, process skills may be developed in Makabayan subject
like Sibika at Kultura. Teaching Science and Health will formally start in Grade III using
English as medium of instruction. In Grades IV-VI, more complex study of Science
concepts will be taken up in preparation for High School work.

TIME ALLOTMENT

Daily Time Allotment

Learning Areas
I II III IV V VI

Science and Health (integrated - - 40 60 60 60

in English for Grades I & II)

Science and Health for Grades I and II is integrated in English. This is used as
vehicle in developing the skills in English.

Grade III is given a 40-minute daily time allotment. In Grades IV, V and VI, there is
an increase of 20 minutes in the daily time allotment, to give more time and
emphasis on the study of Science concepts and processes.

1
EXPECTATIONS

GOAL: Demonstrate understanding of how science, technology and health relate

to the comprehension of the environment and application of skills, attitudes and
values in solving varied life situations

At the end of Grade VI, the learner is expected to develop functional understanding and
application of science and health concepts, basic and integrated science process
skills/thinking skills, and acquire values, attitudes and practices related to body systems
(circulatory and nervous), ecosystem, materials and their uses and effects, energy
transformation and conservation, movement of the earth’s crust, climate and seasons and
beyond the solar system.

At the end of Grade V, the learner is expected to develop functional understanding

application of science and health concepts, basic and integrated science process/thinking
skills, and acquire values, attitudes and practices related to body systems (reproductive,
respiratory and urinary), disease prevention and control, classification of plants and
animals, plant and animal adaptation, changes in matter, electrical energy, simple
machines, rocks, water cycle, typhoons, tides and the solar system.

At the end of Grade IV, the learner is expected to develop functional understanding and
application of science and health concepts, basic process/thinking skills, and acquire
values, attitudes, and practices related to body systems (skeletal, muscular and digestive),
disease prevention and control, animal and plant reproduction, soil erosion, weather
elements, reaction of different substances, friction and heat energy, earth, moon and sun.

At the end of Grade III, the learner is expected to develop functional understanding and
application of science and health concepts, basic process/thinking skills, and acquire
values, attitude and practices related to one’s sense organs, personal health, food, nutrition,
growth and development, characteristics of plants and animals, caring for plants and
animals, states of matter, heat, light and sound energy, force and motion, earth resources
and their conservation, weather and the sun as source of light and heat.

2
S C O P E AN D S E Q U E N C E
G ra d e III
P e o p le
1 . S en s e O rg a ns
2 . G ro w th an d D e ve lo p m e nt
A n im a ls
1. A nim a ls in th e L o ca lity
2. B od y p arts o f an im als
3. C a rin g fo r A nim a ls
4. F irs t A id fo r Ins e c t a n d
A n im a l B ites
P la n ts
1. P arts o f pla nts a nd its u se s
2. P la n t G ro w th
3. C a rin g fo r pla nts
4. F irs t aid fo r alle rg ies c au s ed
b y p la n ts
M a tte r
1. M a tter
2. S ta te s o f m a tter
3. C h em ic al s ub s tan c e s
4. P rec a u tio n ary m e a su re s in
u s in g c erta in s u bs ta nc e s
5 . C a re in ta k ing m e d ic in e s
E n e rg y
1 . S ou rc e s o f h ea t a nd lig h t
2 . H o w ligh t tra ve ls
G ra d e IV G ra d e V
1. S k e le tal S ys te m 1. R e p rod u c tive S ys tem
2. M u s c ula r S yste m 2. R e s pira tory S ys tem
3. D ige s tive S ys te m 3. U rin ary S ys tem
4. T a k in g ca re o f th e sys te m s 4. R e m o va l o f O th e r B o dy W a s tes
5. F irst A id fo r In ju rie s o f th e 5. T a k in g ca re o f th e sys te m s
sys te m
1 . A n im a l R ep ro d u ction 1. A n im a ls live in pla ce s w he re
2 . S tag e s in the L ife C yc le o f the y ca n find fo od
A nim a ls 2. C las s ific a tio n o f A n im a ls
3 .E ffe c ts o f s om e a nim a ls ac c o rdin g to the fo od th ey e a t 4. A c tivitie s th at d is ru p t th e cyc les o f an
to p e op le 3. A n im a l A d a p ta tion
4 . S a fety w ith A n im als 4. M a jo r grou p s o f a nim a ls
5. C o ra l R e e fs
1. S e xu a l re p ro du c tio n 1 . P h oto s ynth e sis
2. G e rm in atio n 2 . Im po rta n ce o f pla nts
3. S e ed d is p ersa l 3 . P ro tec tive s tru c tu re s &
4. A s ex u al re p rod u c tio n p la n t a d ap ta tio n
4 . C las s ific a tio n o f p la n ts
M ix tu re s an d S o lu tio n s P h ys ic a l/C h e m ic a l C h a n g e
1. M ix ture s 1. P h ys ica l ch a n ge
2. S o lu te s a n d S o lve nts 2. C h e m ic a l c h an g e
3. R e a ction o f su b s tan c es 3. C h a ng e s in th e en viro n m e nt
4. C h e m ic a l s u bs ta nc e s th a t 4. E ffe cts o f ch a n ge s in the
ca u s e p o llu tio n E nviron m e n t
5 . P re ve n tin g P o llu tion
1 . P o te n tia l en e rg y 1 . S tatic e lec tricity
2 . K in e tic e ne rg y 2 . E le c tric c irc u it
3
G ra d e V I
1. C irc u la tory S ys te m
2. N e rvou s S yste m
3. T a k ing c are o f the s yste m s
4. A H e a lth y P erso n
An im a ls, P la n ts a n d E n v iro n m e n t
(In te rre la tio n s h ip in th e E c o s ys te m )
1. E c o sys te m
2. F e e din g In terrela tio n sh ips
3. O xyg e n -C a rb on D iox ide C yc le
e co s yste m
5. P o p ula tio n
6. C o n s ervin g B a la n ce o f Life
M ateria ls
1. M ate rials an d the ir us e s
2. Im p ro ving m a teria ls th rou g h te c h no log y
3. E ffe c ts o f m a teria ls o n th e e n viro n m en t
4. S to ra ge a nd d is p os a l o f m a teria ls
5. P a rtic le n a ture o f m a tte r
1. F o rm s of e n e rgy & th eir u se s
2. E n e rgy tra n sform a tion a nd its E ffe c t o n
th e E n viro n m en t
 G ra d e III G ra d e IV G ra d e V G ra d e V I
3 . B e n d in g o f lig h t 3 . F ric tio n 3. T ra n s fo rm a tio n o f e le c tric a l 3 . P rin c ip le s o f c o n s e rva tio n o f e n e rg y
e n e rg y
4. A b so rp tio n o f L ig h t R a ys 4. H eat 4. E le c tro m a g n e t 4 . F o rc e & m o tio n
5. S e e in g d iffe re n t c o lo rs 5 . H a za rd s o f fire 5. U s in g e le c tric ity p ro p e rly 5 . S p e e d & V e lo c ity
6. Shadows 6. S im p le M a c h in e s
7. Sound 7. C o n s e rva tio n o f E n e rg y
8. Echo 8. P re ca u tio n a ry M e a s u re in
9. F o rc e (w in d , ru n n in g w a te r, U s in g S im p le M a c h in e s
p u s h a n d p u ll, g ra vity)

E a rth
1 . F e a tu re s o f th e e a rth 1. S o il e ro s io n 1. R ocks 1. S tru c tu re o f th e e a rth
2 . E a rth a s a re s o u rc e fo r life a n d 2 . E ffe c ts o f s o il e ro s io n 2. F o rm a tio n o f ro c k s 2. M o ve m e n t o f th e e a rth 's c ru s t
o n e 's n e e d s 3. P re ve n tin g s o il e ro s io n 3. R o c k w e a th e rin g 3. E a rth q u a k e
3 . C o n s e rvin g re s o u rce s 4. W e a th e r e le m e n ts 4. W a te r c yc le 4. P re c a u tio n a ry m e a s u re s d u rin g e a rth q u a k e
4 . S o il
5 . C a re a n d c o n c e rn fo r s o il 5 . T ro p ic a l C yc lo n e 5 . V o lc a n o
6 . W a te r 6 . P re ca u tio n a ry m e a s u re s 6 . P re c a u tio n a ry m e a s u re s d u rin g vo lc a n ic
d u rin g c yc lo n e e ru p tio n s
7 . C a re a n d c o n c e rn fo r w a te r 7 . C lim a te
8 . W e a th e r 8. Seasons
9 . S a fe ty m e a s u re s fo r c e rta in
typ e s o f w e a th e r

Sun E a rth , M o o n a n d S u n S o la r S ys te m B e yo n d th e s o la r s ys te m

1. T he sun 1 . R o ta tio n o f th e e a rth 1 . T h e s o la r s ys te m 1. C h a ra c te ris tics o f s ta rs

2 . C h a n g e s in te m p e ra tu re 2 . R e vo lu tio n o f th e e a rth 2 . T h e s u n a s th e c e n te r o f 2. G a th e rin g in fo rm a tio n a b o u t s ta rs
3 . S u n 's h e a t a n d a c tivitie s o f 3 . A p p a re n t c h a n g e s in th e th e S o la r S ys te m 3. C o n s te lla tio n s
h u m a n b e in g s s h a p e o f th e m o o n 3 . C h a ra c te ris tic s o f th e P la n e ts 4. G a la x ie s
4 . P re ca u tio n a ry m e a s u re s to 4 . S o la r a n d lu n a r e c lip s e 4 . O th e r m e m b e rs o f th e 5. U n ive rs e
a vo id g e ttin g h u rt fro m th e 5 . S a fe ty m e a s u re s d u rin g S o la r S ys te m
s u n 's h e a t s o la r e c lip s e 5 . T id e s

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 GRADE III
I. PEOPLE
1. Infer that our sense organs
m ake us aware of things around
us
1.1 Identify the sense organs
and their functions
1.2 Observe the characteristics
of things around us using the
different sense organs
GRADE IV
I. PEOPLE
1. Describe the structure and
function of the skeletal system
1.1 Identify som e bones that
m akeup the skeletal system
1.2 Dem onstrate how the
skeletal system enables us
to m ove
1.3 Identify the bones that
protect the internal organs
2. Describe the structure and
function of the m uscular system
2.1 Illustrate how m uscles are
connected to the bones
2.2 Explain/Dem onstrate
how m uscles cause body
m ovem ent
2.3 Cite sim ple body activities
that show the coordinated
function of the skeletal and
m uscular system s
GRADE V GRADE VI
I. PEOPLE I. PEOPLE
1. Describe the structure and 1. Describe the structure and
function of the hum an function of the circulatory system
reproductive system
1.1 Identify the m ale/fem ale 1.1 Describe the circulatory
reproductive system and system and its m ajor parts
their m ajor parts
1.2 Relate the structure of the 1.2 Explain the function of the
m ale/fem ale reproductive circulatory system
system to its function in
reproduction
1.3 Explain the process of 1.3 Illustrate/Dem onstrate the
fertilizaton in hum ans m ovem ent of the blood
throughout the body
2. Describe bodily changes of 2. Describe the com m on
a m ale/ fem ale at puberty ailm ents affecting the circulatory
system and their sym ptom s
2.1 Describe certain physical
changes during puberty
2.2 Relate the m enstrual cycle
of the fem ale to the ability to
get pregnant or reproduce
5
 GRADE III
2.Observe the parts of the sense
organs from m odels and explain how
they work
2.1 Identify the m ain parts of
each sense organs
2.2 Explain the functions of
each part
3. Practice desirable health habits
that will help prevent/control
com m on ailm ents and keep the
sense healthy
3.1 Identify com m on ailm ents
affecting the sense organs
3.2 Dem onstrate ways of
keeping the sense organs
healthy
4. Dem onstrate first aid for foreign
bodies in the eye, ear & nose,
nosebleeding
5. Infer that changes take place as
children grow
5.1 Measure one's height and
weight
GRADE IV
3. Practice proper care of the
skeletal and m uscular system s
3.1 Identify injuries and
diseases that can harm
the skeletal and m uscular
system s
3.2 Dem onstrate first aid
treatm ent for sprains,
cram ps and sim ple
fractures
3.3 Show concern and right
attitude towards handi-
capped persons
4. Describe the structure and
function of the digestive system
4.1 Identify the digestive
system and its m ajor parts
4.2 Trace the path of food in
the digestive system and
the changes the food
undergoes
4.3 Explain why food has to
be digested
5. Practice desirable health
habits to keep the digestive
system healthy
GRADE V
3. Practice hygiene in caring for
the reproductive organs
3.1 Identify health habits to
keep the reproductive organs
healthy
3.2 Take precautionary/safety
m easuresto keep the
reproductive organs healthy
4. Describe the structure and
function of the respiratory
system
4.1 Identify the respiratory
system and its m ajor parts
4.2 Construct a m odel to
dem onstrate the m echanism
of breathing
4.3 Trace the path of air and
what happens to it in different
parts of the respiratory system
5. Infer that som e com m on
ailm ents of the respiratory
system are caused by pollution
sm oking, or inhaling drugs
6
GRADE VI
3. Practice desirable habits that
help prevent/control com m on
ailm ents of the circulatory system
3.1 Identify health habits to keep
the heart, blood and blood
vessels healthy
3.2 Dem onstrate ways of
caring for the circulatory
system
4. Describe how the nervous system
works
4.1 Identify the nervous
system and its m ajor parts
4.2 Describe how the nervous
system works
4.3 Practice desirable habits
that help prevent and control
com m on ailm ents of the
nervous system
5. Describe a healthy person
 GRADE III
5.2 Com pare one's height and
weight now and that of the
previous year using a bar
graph
5.3 Infer that one changes in
physical capabilities and
social interest
5.2.1 Identify physical/ social
activities one participates
in then and now
5.2.2 Com pare one's present
physical and social
activities with those of
the previous years
5.4 Cite evidences that show
changes in one's m ental
abilities
5.5 Observe/com pare changes in
in one's ability to speak, write
read, draw, solve
6. Infer that som e factors affect
one's growth and developm ent
6.1 Identify som e factors affecting
one's growth and developm ent
such as heredity, food, rest,
sleep, recreation, safe and
healthful environm ent
GRADE IV GRADE V
5.1 Nam e ways of preventing/ 5.1 Nam e com m on ailm ents
controlling comm on affecting the respiratory
ailm ents of the digestive system
system
5.2 Dem onstrate ways of 5.2 Describe the causes,
keeping the digestive sym ptom s, prevention and
system healthy treatm ent of these diseases
6. Practice good health habits
to keep the respiratory system
healthy
6.1 Describe proper ways of
caring for the respiratory
system
7
GRADE VI
5.1 Discuss the physical,
mental, em otional and social
needs of a person
5.2 Describe the effect of
physical, m ental and em otional
state on one's health
5.3 Describe the effect of
relationships with family,
friends and society on m ental,
em otional and physical well-
being
5.4 Practice ways of m aintaining
one's health such as
- preventing com m on ailm ents
- knowing where to seek help
- dem onstrating a positive
attitude to stay healthy
 GRADE III GRADE IV GRADE V GRADE VI

6.2 Observe that one grows and 6.2 Demonstrate ways of

develops like one or both of his caring for persons affected
parents by common ailments of the
6.3 Infer that eating a variety of
nutritious food in the right
amount is necessary for one's
growth and development

6.3.1 Classify foods according

to the 3 basic food groups

6.3.2 State that eating the right

kind of food in the right
amount is necessary for
one's growth and
development

6.3.3 Practice desirable health

and food habits

6.4 Explain how rest, sleep and

recreation affect one's growth
and development

6.5 Compare a healthful and an

unhealthful surrounding

6.5.1 Identify things in the

surroundings that are good
for people's health and well-
being

6.5.2 Identify things in the

surroundings which are
harmful to people's health
and well-being

8
 GRADE III GRADE IV GRADE V GRADE VI
7. State that a healthy person grows 7. Describe the structure and
taller, bigger, heavier, faster function of the urinary system

7.1 Identify the urinary system

and its m ajor parts
7.2 Describe how urine is form ed
and elim inated from the body

7.3 Explain how other body

wastes are rem oved (e.g.
solid waste through the
digestive system , gaseous
waste through the respiratory
system , som e liquid waste
through the skin)

8. Infer that certain illnesses/ 7.4 Practice desirable health

diseases slow down one's growth habits that help prevent/
and developm ent control com m on ailm ents
affecting the urinary system
8.1 Describe how illnessess/
diseases slow down one's
growth and developm ent

9. Observe that a sm all fam ily can

m eet its basic needs better than a
big fam ily

II. ANIM ALS II. ANIM ALS II. ANIM ALS II. ANIM ALS, PLANTS &
ENVIRONM ENT(Interrela-
tionship in the Ecosystem )

1. Identify the com m on anim als in 1. Infer how anim als reproduce 1. Infer that anim als live in places 1. Operationally define an ecosystem
the locality sexually where they can find food

1.1 Identify anim als hatched 1.1 Explain why anim als live 1.1 Observe and identify living
from eggs in a particular habitat things and non-living things in a
m ini-ecosystem e.g. aquarium ,
fallen log, pond

9
 GRADE III
2. Observe different animals
in the locality
2.1 Identify the body parts of
animals and their functions
2.2. Describe the relationship of
body parts of animals as to
function, movement, habitat,
food getting
3. Compare common animals
3.1 Give one or more similarities
between two animals of the
same kind
GRADE IV
1.2 Identify animals born as
baby animals
1.3 Infer that some animals
develop from a fertilized
egg
2. Describe the different stages
in the life cycle of some
animals
2.1 Describe the life cycle of some
animals
e.g frog, butterfly &
mosquito
2.2 Describe the changes in
animals as they develop and
grow
3. Infer the beneficial/harmful effects
of animals to people
3.1 Cite how animals are useful to
people in the community
10
GRADE V
1.2 Describe how animals get/
eat their food using certain
body parts
1.3 Describe body parts used
by animals for getting/eating
food
1.4 Infer the kind of food an
animal eats from the appear-
ance of its mouth parts
2. Classify animals according to
the food they eat
e.g. carnivorous, herbivorous,
omnivorous
3. Infer how some animals adapt
to a particular environment
3.1 Describe how animals
adapt to a particular environ-
ment for protection and
survival
GRADE VI
1.2 Observe and describe feeding
interrelationships among the
living organisms
1.2.1 Construct food chains
and food webs to illustrate
feeding relationships
1.3 Construct the food nutrient
cycle and explains the
importance of decomposers in
making food nutrients available
to plants
2. Illustrate the interdependence
of plants and animals for gasses
through the oxygen-carbon
dioxide cycle
2.1 Construct a diagram of the
oxygen-carbon dioxide cycle
2.2 Interpret the diagram of the
oxygen-carbon dioxide cycle
3. Investigate interdependence
between living and non-living
components in bigger
ecosystem
e.g. forest, lake, river
 GRADE III
3.2 Give one or more differences
between two animals of the
same kind
3.3 Give one or more similarities
between two animals of
different kinds
3.4 Give one or more differences
between two animals of
different kinds
4. Classify animals according to 4. Practice safety measures
the body covering, food eaten,
presence or absence of certain
body parts, movement, habitat,
uses
GRADE IV
3.2 Identify some animals
that are carriers of
diseases,sources of
infections, allergy and injury
3.2 Explain how animals may
harm people
4. Classify animals into major
while caring for animals
4.1 Explain why we should
observe safety measures
while caring for animals
4.2 Describe some safety
measures to observe
while caring for animals
11
GRADE V
e.g. by changing their color
4. Explain that some activities of
groups
4.1 Classify animals into
vertebrates and invertebrates
4.1.1 Identify characteristics
of vertebrates/
invertebrates
4.2 Classify vertebrates into
mammals, birds, reptiles,
amphibians, and fishes
GRADE VI
3.1 Explain the importance of the
forest
3.2 Describe the effects of
deforestation
people disrupt the cycles of an
ecosystem
e.g. deforestation, intensive farming,
fish culture, inefficient garbage
disposal
4.1 Identify some human
activities that disrupt the cycle
in an ecosystem
e.g. deforestation, intensive
farming, fish culture, inefficient
garbage disposal
4.2 Infer harmful effects of
certain activities on a bigger or
more complex ecosystem
e.g. pond system
 GRADE III GRADE IV GRADE V GRADE VI
4.2.1 Identify characteris-
tics of each group of
vertebrates

4.3 Classify invertebrates into 4.3 Discuss and participate in

arthropods, coelenterates, activities to address the above
annelids, crustaceans, problems (e.g. adopt a river or
echinoderms, insects, lake)
arachnids, mollusk

4.3.1 Identify characteristics

of each group of inver-
tebrates

5. Infer that animals need food, air, 5. Explain the importance of 5. Predict the effects of over
water and shelter in order to grow coral reefs population in a community

5.1 Cite evidences that animals 5.1 Describe coral reefs 5.1 Infer that shortage of food,
need air, food, water and water, and space may occur
shelter in order to grow due to a growing population

5.2 Infer what may happen if 5.2 Identify the importance of 5.2 Infer that land, water
animals will not get food, air, coral reefs and air may become limited
shelter and water and eventually polluted due to
overpopulation

5.3 Discuss practices that 5.3 Infer that overpopulation

cause destruction affects one's health and that
of coral reefs of the community

5.4 Predict what will happen 5.4 Infer that rapid population
when coral reefs are growth upsets the ecological
destroyed balance

5.5 Identify ways of saving

coral reefs

5.6 Participate in efforts to

save coral reefs

12
 GRADE III GRADE IV GRADE V GRADE VI

6. Practice care & concern for 6. Describe strategies for coping

animals with rapid increase in population

6.1 Explain why animals need care

6.2 Demonstrate how to care

for animals

7. Tell how to be safe with animals 7. Demonstrate commitment and

concern in preserving/conserving
8. Practice first aid for insect and the balance of life in the ecosystem
anim al bites
7.1 Enum erate ways of
controlling/preventing harmful
effects of human activities to
the environment

7.2 Participate in campaigns

and activities for improving/
managing one's environment

7.3 Infer that a sustained

ecological balance ensures the
survival of future generations

III. PLANTS III. PLANTS III. PLANTS

1. Observe the different parts of 1. Associate the growing of 1. Explain the process of food
plants plants from seeds with making (photosynthesis) in
sexual reproduction in plants
plants

1.1 Identify the important 1.1 Perform experiment to

parts of a flower needed for determ ine what plants need
the development of seeds to m ake food

13
 GRADE III GRADE IV GRADE V GRADE VI
1.1 Infer the functions of each part 1.2 Explain the role of 1.2 Identify the variables in
pollination in sexual the experiment
reproduction

1.3 Describe the process 1.3 Observe what happens to

of fertilization in flowers plants grown in the absence
leading to the development of any of the factors needed
of seeds for photosynthesis

1.4 Identify the parts of the 1.4 Infer that plants need air,
of the flower that develops water and sunlight in making
into fruits and seeds food
respectively

1.5 Explain the process of

photosynthesis using a
diagram

2. Compare plants according to 2. Observe changes in a 2. Explain the importance of

observable characteristics of their germinating seed plants to human beings and
parts other animals

2.1 Identify similarities and 2.1 Identify main parts of 2.1 Identify plant/plant parts
differences of plants/ a seed used for food, medicine, etc.
plant parts as to:
- color, size, & shape
- size/texture of stems/roots
- color, shape, size
and smell of flowers
- texture and edges of
leaves
- flowering and non-
flowering

2.2 Infer the function of each

part of the seed by
observing a germinating
seed

14
 GRADE III
3. Classify plants according
to comm on characteristics
e.g. color, size and shape of
leaves/flowers, size, texture
of stems
4. Infer that plants & plant parts
have many uses
4.1 Identify the uses of plants
and their parts
4.2 State that plant parts have
many uses
5. Demonstrate ways of propagating
plants
GRADE IV GRADE V GRADE VI
3. Identify the factors 3. Infer that plants have specific
needed in seed germination structures and characteristics
for adaptation and survival
3.1 Perform an experiment 3.1 Describe the special
on seed germination characteristics of plants
which help them adapt to the
environm ent and reproduce
3.2 Identify the variables their own kind
in the experiment
3.2 Cite exam ples of plants
that can grow in specific
environments
3.3 Observe and collect
data on what seeds need
to germinate
3.4 Interpret the results of
the experiment on seed
germ ination
4. Infer how a seed may be dispersed 4. Classify plants into m ajor
or brought to other places based groups:flowering plants, cone-
on its structure/properties bearing plants, ferns and mosses
4.1 Observe the structure/
properties of certain fruits and
seeds
4.2 Describe how certain
structures/properties
help in seed dispersal
5. Describe and demonstrate
ways of growing plants by
asexual reproduction
15
 GRADE III GRADE IV GRADE V GRADE VI

5.1 Observe how plants grow 5.1 Describe how some plants 5.1 Identify characteristics of
reproduce asexually certain plants
e.g. from seeds, stem cuttings e.g. runner, rhizomes. bulbs

5.2 Identify ways of propagating 5.2 Demonstrate ways of 5.2 Group plants according to
plants propagating plants common characteristics
asexually

5.2.1 Name plants that grow

from seeds, stem cuttings,
leaves, roots

5.3 Describe the different ways 5.3 Explain other ways of

of propagating plants grouping plants

5.4 Describe the importance of

grouping plants

6. Demonstrate ways of caring for

and conserving plants

7. Practice precautionary measures

in handling plants

8. Apply first aid treatment in

cases of allergies/skin irritation
caused by plants

16
 GRADE III GRADE IV GRADE V GRADE VI
IV. MATTER IV. MIXTURES & IV. PHYSICAL/CHEMI- III. MATERIALS
SOLUTIONS CAL CHANGE

1. State that matter is anything that 1. Describe mixtures and their 1. Describe simple physical and 1. Observe materials and their uses
occupies space and has mass/ characteristics chemical changes in materials
weight

1.1 Identify matter/object around 1.1 Show how mixtures are 1.1 Observe that no new material 1.1 Identify common household
formed is formed in physical change materials
1.2 Demonstrate that objects have e.g. pesticides, insecticides,
weight using a balance 1.1.1 Show examples of soap, paint, solvent,
physical change synthetic, plastic
1.3 Demonstrate that matter/ 1.2 Describe ways of
objects occupy space separating mixtures 1.2 Describe how the materials
are used

2. Infer that the states of matter 2. Demonstrate that some 1.3 Explain the importance of
are solid, liquid and gas materials can dissolve other reading product labels
substances
1.3.1 Identify warning signs/
2.1 Describe the different 2.1 Show that some solid precautions in product
characterstics of solid materials can be dissolved labels
. Shape in some liquids
. Space 2. Explain that technology
. W eight improves materials
. Mass

2.2 State that liquids have different 2.2 Identifies solids that can be 2.1 Identify materials improved by
characteristics dissolved technology

2.2.1 Show evidences that

liquids have the ability to flow 2.2 Describe the improvement done
by technology on the materials
2.2.2 Show evidences that
liquids take the shape of
their container

2.2.3 Show evidences that

liquids occupy space

17
 GRADE III
2.3 Describe the different
characteristics of gases
2.3.1 State that gases take the
shape of their containers,
occupies space and have
mass
2.3.2 Infer that some gases are
colorless
2.3.3 State that there is air
2.3.4 Tell that air is colorless
and tasteless
3. Infer that certain chemical
substances affect living things
3.1 State that certain substances
have good effects on man,
animals and plants
3.1.1 Identify certain chemical
substances and their good
effects
GRADE IV
2.3 Identify liquids that can
dissolve solid materials
2.4 Define solvents and solutes
2.5 Observe that some solvents
can dissolve solutes faster than
others
2.6 State that water is a universal
solvent
3. Infer that different substances
react differently when mixed with
other substances
3.1 Observe that some solutes
spread evenly when mixed
with solvents
18
GRADE V GRADE VI
1.2. Observe that a new material
is formed in a chemical
change
1.2.1 Show examples of
chemical change
1.2.2 Observe that the product of
a chemical change cannot be
brought back to its original
form
3. Infer that everything in the 3. Infer the effects of the materials
environment is changing on other materials and environ-
ment
3.1 Identify condition when the
the effects of the materials
are beneficial
 GRADE III
3.2 State that certain substances
have harmful effects on m an,
anim als and plants if not used
properly
3.2.1 Identify some chemical
substances that could have
harmful effects if not used
properly
4. Practice precautionary measures in
using certain substances
4.1 Follow safety measure in
taking medicines and other
substances
GRADE IV
3.2 Observe that some solutes
when mixed with solvents
settle at the bottom
3.3 Observe that some solutes
when mixed with solvents do
not settle at the bottom but
m ake the solvents cloudy
3.4 Identify the factors that
affect how a solute dissolves
in a solvent
4. Infer that chemical substances
can pollute soil, water and air
4.1 Describe how chemical
substances can pollute land,
water and air
4.2 Describe the effects of polluted,
land, water, and air on people,
anim als and plants
GRADE V GRADE VI
3.2 Identify the condition when the
effects of m aterials are harmful
4. Infer the effects of changes in 4. Observe safety precautions in
the environm ent handling, storing and disposing
certain materials
4.1 Identify the good effects of
certain changes in the
environment
4.2 Identify the bad effects of
of certain changes in the
in the environm ent
19
 GRADE III GRADE IV GRADE V GRADE VI
4.3 State that im proper handling of
household substances like:
pesticides, kerosene and other
chemicals can cause pollution

4.4 Identify ways of preventing

pollution of land, water and air

5. Investigate the particle nature of

matter

5.1 Cite evidences that matter is

made up of particles

5.2 Construct a model of solid,

liquid and gas to show the
structure of matter

V. ENERGY V. ENERGY V. ENERGY IV. ENERGY

1. Identify the sources of heat and
light
1.1 State that the sun is the
primary source of heat and light
1. Infer that materials that can do
work has energy
1.1 Describe the position/
condition of materials that has
potential energy
1. Describe static electricity
1.1 Identify ways of producing
static electricity
1. Describe the forms of energy and
their uses i.e. chem ical,
mechanical, sound, electrical,
radiant, nuclear

1.2 Name other sources of heat and 1.2 Describe the position/ 1.2 Observe the effect of static
light e.g. fire, electricity condition of materials that has electricity
kinetic energy

1.3 Differentiate potential from

kinetic energy

1.4 Show that kinetic energy

makes a material work/move

20
 GRADE III
2. Show evidences that light travels
in a straight line
3. Cite evidences that light rays may
be bent as they pass from one
substance to another
3.1 Demonstrate how refraction of
light occurs
GRADE IV
2. Observe how friction works
2.1 Identify conditions when
friction seems to retard/resist
motion
2.2 Compare how objects move on
different surfaces/textures
2.3 Infer that rough surfaces
increase friction
2.4 Identify ways of decreasing
increasing friction
2.5 Identify the uses of decreas-
ing/increasing friction in
everyday life
3. Infer that heat is a method of
transferring energy
3.1 Observe that heat transfers
from a hot to a cold body
3.2 Describe the condition
necessary for producing heat
3.3 Explain spontaneous
combustion
3.4 Explain how heat is produced
during energy transformation
GRADE V GRADE VI
2. Describe an electric circuit 1.1 Describe chemical energy and
its uses
2.1 Identify the parts of an electric 1.2 Describe how mechanical
circuit e.g. conductor, insulator, energy is formed and used
switch, fuse, source
1.3 Describe how electrical energy
2.1.1 Classify materials into is formed and used
conductors and insulators
1.4 Describe radiant energy and
2.2 Construct a model of an electric how it is used
circuit
1.5 Describe nuclear energy and
its uses
1.6 Describe sound energy and its
uses
3. Differentiate a parallel from a
series connection
3.1 Cite the advantages and
disadvantages of parallel and
series circuits
21
 GRADE III
4. Infer that when light strikes an
object it is either absorbed, reflected
or may pass through or a
combination of the three may take
place
4.1 Observe that opaque materials
absorb light
4.2 Tell that light passes through
transparent materials
4.3 Observe that little amount of
light passes through translucent
materials
5. Infer that white light consists of
different colors
5.1 Show that white light consists
of different colors
6. Explain how shadows are formed
GRADE IV
4. Observe an object before and
after heating
4.1 Record the temperature of an
object before and after heating
4.2 Describe the change in
physical/chemical state of an
object before and after heating
4.3 Practice safe ways of handling
hot objects and flammable
materials
5. Infer how heat travels
5.1 Show how heat travels by
conduction from hot to cool
bodies
5.2 Show that heat travels by
conduction through liquid and
gas
5.3 Show that heat travels by
radiation through gas
6. Explain the hazards of fire
6.1 Describe ways of preventing
fire
6.2 Practice safety precautions
in using fuels/fire
22
GRADE V
4. Describe how electrical energy
is produced
5. Observe transformation of
electrical energy to other forms
5.1 Observe that electricity can
produce heat and light
5.2 Demonstrate how electricity
can make things move
6. Describe how electromagnet
works
7. Tell the use of electricity in the
home and community
8. Practice precautionary measures
related to electricity
e.g. unplugging electrical
appliances during brownouts
or thunderstorms
GRADE VI
4. Infer that energy can be
transformed
4.1 Demonstrate how a form of
energy is transformed into
another form
4.2 Cite evidences that energy
can be transformed
5. Infer that energy can be transferr-
ed from one body to another
5.1 Observe how energy can be
transferred from one body to
another
5.2 Cite evidences when energy
transfer occurs
6. Observe that heat is always
produced when energy
transformation occurs
 GRADE III GRADE IV GRADE V GRADE VI
6.3 Describe conditions necessary 9. Practice electrical energy
in putting out fire conservation measures

6.4 Follow safety rules/emergency

measures in case of fire 10. Infer that simple machines make
work easier and faster

10.1 Identify the kinds of simple

machines e.g. wedge, screw,
wheel and axle, pulley

10.2 Identify the main parts of

each kind of simple machines
10.3 Describe how each simple
7. Infer that sound is produced by machine makes work easier
things that move and faster
7.1 Observe that sound is 10.4 Identify activities where
produced when things vibrate simple machines are used
10.5 Identify simple machines
7.2 Show how loud/soft sound is which multiply force/speed
produced by a vibrating object
10.6 Practice precautionary
8. State that sound bounces back or measures in using simple
is reflected from a hard surface as machines
echo
e.g. - Use simple machines
properly
- Keep simple machines
in proper order
7. Describe examples which
demonstrates Principles of
Conservation of Energy
7.1 Cite evidences that energy is
neither created nor destroyed
only transformed from one form
to another
8. Explain the effect of energy
transformation/transfer to the
environment
8.1 Cite evidences that heat
produced is transferred to the
environment

8.2 Demonstrates that heat energy

can be transferred
9. Infer that force makes objects
move 9. Infer that the motion of an object
is determined by forces acting on it

23
 GRADE III GRADE IV GRADE V GRADE VI

9.1 Identify the forces that make 9.1 State that there are forces
objects move acting on an object

9.1.1 Observe that wind and 9.1.1 Observe that when forces
running water can move acting on an object are not
objects balanced, motion takes
place in the direction
9.1.2 Observe that magnets of the greater force, when
can move some objects balanced there is no motion

9.1.3 Observe that pulling and

pushing can move some
objects

9.1.4 Observe that force of

gravity makes objects
move towards the ground

9.2 State that objects change 9.2 Observe that a body at rest
position/direction when moved tends to remain at rest and a
body in motion tends to be in
motion unless an outside force
is applied on it
10. Practice ways of protecting
oneself from excessive heat, light 10. Differentiate speed from velocity
and loud sounds
10.1 Measure the speed of an
object in motion

10.2 Identify the specific

direction of a moving object

10.3 Measure the velocity of a

moving object

24
 GRADE III
VI. EARTH
1. Infer that the earth is made up of
water, land and air
1.1 Identify the earth's oceans and
land using the globe or map
2. Infer that the earth is the resource
for life and one's needs
2.1 Identify renewable resources
from the earth
2.2 Identify non-renewable
resources from the earth
2.3 Describe ways of conserving
the natural resources
3. Infer why soil is important
3.1 Enumerate different ways
people use soil
GRADE IV
VI. EARTH
1. Observe how water, wind, people
and animals bring about soil erosion
1.1 Demonstrate how water
causes soil erosion
1.2 Describe how wind causes
soil erosion
1.3 Describe how people and
animals cause soil erosion
1.4 Demonstrate how the slope
of land affects the amount of
soil carried away
2. Infer how erosion affects land,
people, plants and animals
2.1 Demonstrate how erosion
changes the shape of the land
2.2 Explain how erosion affects
the condition of the soil
2.3 Cite the effect of soil erosion
on plants, animals and people
3. Infer how people and plants help
prevent soil erosion
3.1 Identify the different ways of
preventing soil erosion
GRADE V
VI. EARTH
1. Observe how rocks differ in shape,
color, hardness, texture
2. Classify rocks according to color,
shape, hardness and texture
2.1 Differentiate rocks as to shape,
color, hardness, texture
3. Infer how rocks are formed
3.1 Identify igneous, sedimentary
and metamorphic rocks
25
GRADE VI
VI. EARTH
1. Describe the structure of the
earth's interior
1.1 Identify the layers of the earth
1.2 Describe each layer of the
earth
2. Infer how the movement of the
earth's crust cause changes in the
environment
2.1 Identify the different crustal
plates
2.2 Describe oceanic and
continental crusts
2.3 Explain how the earth's crust
move
3. Explain how an earthquake occurs
3.1 Describe how an earthquake
occurs
3.1.1 Differentiate intensity from
the magnitude of an
earthquake
 GRADE III
3.2 Infer that there are different
kinds of soil
3.2.1 Observes the different
kinds of soil
3.2.2 Names the different kinds
of soil
3.2.3 Compares the different
kinds of soil as to color
and texture
3.2.4 Performs an experiment to
determine which kind of
soil is best for a particular
crop
3.3 Infer how pollution affects soil
productivity
GRADE IV GRADE V
3.2 Describe how forests prevent 3.2 Describe how igneous,
soil erosion sedimentary and metamorphic
rocks are formed
3.3 Demonstrate how plants 3.3 Differentiate igneous,
prevent soil erosion sedimentary, and metamorphic
rocks from one another
3.4 Infer conditions/situations that
lead to the formation of the
different kinds of rocks
26
GRADE VI
3.1.2 Describe how earthquake
affects the environment
e.g. tsunami,
change in land features
3.1.3 Practice precautionary
measures, before, during
and after an earthquake
3.2 Explain how a volcanic
eruption occurs
3.2.1 Describe how a volcano is
formed
3.2.2 Differentiate between
active and inactive volcano
3.2.3 Describe how a volcanic
eruptions occur
3.2.4 Name the beneficial/harmful
effects of volcanic eruptions
3.2.5 Practice precautionary
measures before and after
volcanic eruptions
 GRADE III
3.3.1 Identify practices that
cause pollution
3.4 Practice ways of protecting
the soil
4. Conclude that water is an
important part of the earth
4.1 Enumerate ways people use
water
4.2 Infer that water comes from
different sources
4.2.1 Identify the sources of
water
4.2.2 Describe the water that
comes from different sources
4.2.3 Explain why groundwater
is usually free from disease
m icroorganisms compared
to other sources
GRADE IV GRADE V GRADE VI
4. Infer that weather elements affect 4. Infer how some forces contribute 4. Describe the factors that affect
daily weather condition to the weathering of rocks climate of a place
4.1 Cite evidences that weather 4.1 Identify the forces that break 4.1 Define climate
changes as shown by the rocks
changes in air tem perature e.g. plants, water, weather, m an
4.1.1 Observe the changes in
air temperature
4.1.2 Measure and record
changes in air temperature
using a therm ometer for
one week
4.1.3 Interpret the weather
condition from air
temperature reading
4.2 Infer that air movement affects 4.2 Explain how rocks are broken 4.2 Identify the factors that affect
weather down the clim ate of a place:altitude,
latitude bodies of water, wind
system, amount of rainfall
4.2.1 Observe changes in wind
speed and direction
4.2.2 Measure and record wind
speed and direction for a
week using improvised
instruments for one week
27
 GRADE III GRADE IV GRADE V GRADE VI

4.2.3 Interpret records of wind

speed and direction

4.2.4 Describe the condition of

the atmosphere in different
wind speed and direction

4.3 Infer how pollution affects 4.3 Observe how weather conditions 4.3 Explain how each factor affects
water affect cloud formation the climate of a place

4.3.1 Identify practices that 4.3.1 Describe the different types

cause water pollution of clouds

4.3.2 Cite evidences that 4.3.2 Describe how clouds are

water is polluted formed using a model
4.4 Explain how the earth's rotation
affects the wind system

4.4.1 Describe the different wind

systems

4.5 Observe through a model how

the earth revolves around the sun

5. Practice ways of showing care and 5. Infer that cloud formation, tem- 5. Infer how soil is formed through 5. Explain why there are two seasons
concern for water perature, wind speed, and direction weathering in the Philippines
may vary at different locations at
the same time

5.1 Describe how soil is formed 5.1 Describe the two seasons of
through weathering the Philippines

5.2 Describe the causes of

seasons in the Philippines

28
 GRADE III GRADE IV GRADE V GRADE VI

6. Infer that the weather changes 6. Apply knowledge of the weather 6. Explain how water cycle occurs 6. Explain why there are 4 seasons in
during the day and from day to day in making decisions for the day other countries

6.1 Describe the weather for the 6.1 Identify the processes involved 6.1 Describe the four seasons in
day in the water cycle e.g. other countries
evaporation, condensation,
e.g. sunny, cloudy, partly precipitation
cloudy, rainy

6.2 Record the weather for the day 6.2 Describe changes that happen 6.2 Show through a model the
using symbols and makes a to water during each process cause of the four seasons in
weather chart for one week other countries
6.3 Relate temperature to the
6.3 Interpret a simple weather process in water cycle
chart

7. Infer that weather affects family and

community activities

7.1 Identify activities done during

certain weather conditions

8. Practice safety measures during 7. Infer how the heat of the sun 8. Explain why there are four types
certain types of weather affects weather of climate in the Philippines

e.g. typhoon
7.1 Observe the effect of heat 8.1 Explain the major wind systems
on land/water that affect the climate types in
the Philippines
7.2 Compare the ability of land
and water to absorb and 8.2 Describe the four types of
release heat climate in the Philippines

7.3 Describe the effect of unequal

heating of land and water 8.3 Describe the climate type of a
i.e. low/high pressure particular province using a
climate map/rainfall graph

29
GRADE III GRADE IV GRADE V GRADE VI
8. Explain how a tropical cyclone
occurs

8.1 Describe what a cyclone is

8.2 Identify the different kinds

of cyclone

8.3 Describe each kind of cyclone

8.4 Describe the condition in the

environment before, during and
after a cyclone

8.5 Explain the meaning of

typhoon signals

8.6 Practice precautionary

measures before, during and
after a typhoon

9. Apply knowledge of the weather

to daily life activities

9.1 Relate weather condition to

planning family and
community activities

9.2 Relate observations of

weather conditions to air and
water transportation services

9.3 Identifies ways to conserve

the environment to lessen the
harmful effects of cyclones/
floods

30
 GRADE III
VII. SUN
1. Infer that the sun is the center of
the solar system
1.1 Tell that there are planets and
other objects that move around
the sun
1.2 Tell that the earth where we live
is part of the solar system
2. Infer that the change in temperature
from time to time on the earth's
surface is caused by the sun's heat
2.1 Observe the changes of
temperature from time to time
2.2 Record and interpret the
changes in temperature during
the day
GRADE IV
VII. EARTH, MOON
AND SUN
1. Infer that the earth rotates on its
axis as it revolves around the sun
1.1 Show through a model how the
earth rotates on its axis
1.2 State that the earth takes one
day/24 hours to make a
complete rotation on its axis
1.3 Show through a model how
the earth's rotation on its axis
causes day and night
1.4 Show through a model that
the earth rotates in a counter
clockwise direction as seen
from the top of the North Pole
2. Infer that the earth revolves
around the sun
2.1 Describe the movement of the
earth around the sun
2.2 Show through a model how the
earth revolves around the sun
sun following its own orbit
GRADE V GRADE VI
VII. THE SOLAR VII. BEYOND THE
SYSTEM SOLAR SYSTEM
1. Conclude that the solar system is 1. Identify instruments and
an orderly arrangement of heavenly procedures used by astronomers
bodies to gather information about stars
1.1 Identify the members of the 1.1 Construct improvised
solar system instruments for watching/
observing stars
1.2 Describe each member of the
solar system
1.3 Illustrate through a diagram
how the members of the solar
system revolve around the sun
in the same direction as they
follow their own orbits
1.4 Describe the orbit of each
planet as ellipse
1.5 Explain why planets stay in
orbit as they revolve around
the sun
2. Describe the sun as the center 2. Describe the different
of the solar system characteristics of stars
2.1 Tell that the sun is also a star 2.1 Observe the color, size and
brightness of stars
2.2 Identify the parts of the sun 2.2 Identify the kind of stars
according to their size
31
 GRADE III
3. Conclude that the sun's heat and
light reach the earth
3.1 Infer how the sun's heat and
light affect the activities of
human beings
3.1.1 Identify activities of
human beings during
sunny days
GRADE IV
2.3 State that the earth takes one
year/12 months/365 1/4 days
to make a complete revolution
around the sun(366 on every
fourth year/leap year)
3. Infer that the moon revolves
around the the earth
3.1 Show through a model that as
the moon travels around the
earth it it also makes one
complete rotation so that the
same side of the moon is
facing the earth all the time
3.2 Infer that the moon travels
around the earth once
about every 29 1/2 days
32
GRADE V
2.3 Describe each part of the sun
2.4 Tell that sunspots are formed
in the photosphere
2.5 Identify the effects of sunspots
on earth
2.6 Identify ways by which solar
energy is used by plants,
animals and humans
2.7 Explain why the sun is the
main source of energy on earth
3. Describe the distinctive
characteristics of planets in the
solar system
3.1 Illustrate the relative distances
of the planets from the sun
3.2 Relate the surface temperature
of each planet to their relative
distance from the sun
GRADE VI
2.3 Tell that the stars we see in
the sky are actually their
apparent brightness
2.4 Describe the relationship
between the color and
temperature of a star
2.5 Describe the relationship
between the brightness and
the distance of star from the
earth
2.6 Explain why star distances are
measured in light years
2.7 Explain why stars seem to
twinkle
2.8 Conclude that stars are distant
suns
3. State that a constellation is a
group of stars that form a pattern
in the sky
3.1 Observe constellations in the
sky
3.2 Identify common
constellations in the sky
 G R AD E III G R AD E IV G R AD E V G R AD E VI

3.3 R elate the relative period of 3.3 C onstruct a star m ap that

revolution of each planet to illustrates com m on
their relative distances from constellations
the sun

3.4 Identify the unique character- 3.4 D escribe how constellations

istics of each planet that are useful to people
differentiates one from the
other planets e.g. satellites,
atm osphere, rings, orbits
(ellipse), relative period of
rotation and revolution

4. C onclude that heat and light from 4. Explain the apparent changes in 4. D escribe the other m em bers of 4. D escribe the galaxies
the sun have harm ful effects on the shape of the m oon as it the solar system
living things revolves around the sun

4.1 Infer that heat from the sun 4.1 O bserve the apparent changes 4.1 Identify the other m em bers of 4.1 N am e the com m on galaxies
can burn the skin in the shape of the m oon the solar system

4.1.1 D escribe the sk in after

long exposure to sunlight
at certain tim es of the day

4.1.2 C ite evidences that over

exposure to sunlight
hurts the skin

4.2 Infer that heat and light form 4.2 D escribe the changes of the 4.2 D escribe each of the other 4.2 State that our solar system is
the sun can hurt the eyes m oon as seen from night to m em bers of the solar system part part of the M ilk y W ay
night galaxy
4.2.1 C ite evidences that it is
not good to look directly
at the sun

33
 GRADE III
4.3 Infer that too much heat from the
sun can kill plants and animals
4.3.1 Cite evidences that too
much heat from the sun
can kill plants and animals
5. Practice precautionary/safety
measures to avoid getting hurt from
the sun's heat and light
e.g. Do not look directly at the sun
GRADE IV
4.3 Show through a model how the
relative position of the observer
on earth and the moon and
sun cause the apparent
changes in the shape of the
moon
5. Infer how the natural occurrence
of eclipse is caused by the
revolution of the moon around the
earth
5.1 Explain how solar and lunar
eclipse occur
5.2 Show through a model why
lunar eclipse occur during a full
moon
5.3 Show through a model why
solar eclipse occur during a
new moon
5.4 Explain why solar eclipse
should not be viewed directly
5.5 Practice safety measures to
to avoid damage of the eyes
during a solar eclipse
GRADE V
5. Infer that the revolution of the
moon around the earth causes the
natural occurrence of tides
5.1 Describe the occurrence of
tides
5.2 Explain how high and low tides
occur
5.3 Explain why there are high
and low tides about every
twelve hours
5.4 Relate through a model the
the position of the moon and the
earth to places where high and
low tides occur
34
GRADE VI
5. Describe the universe
5.1 Identify modern space
facilities, tools and equipment
used to study the universe
5.2 Explain the theories about the
universe
5.3 Enumerate some space
probes and their missions
5.4 Name some achievements/
problems met in space
exploration
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